A Dozen Tips for the Undergraduate Student

How to approach class

1. Go to class. Although this point should be obvious, many students don’t consider the consequences of missing class. In college, attending courses is a crucial "job." In the humanities, attendance is crucial because class conversation develops organically as students construct knowledge; therefore, there is no way to replicate the exact lessons learned in class. Even in courses where instructors post lecture notes online and don’t take attendance, going to class sets aside time every week for learning the material instead of saving it all for the end. Attending class also makes an ally of your instructor, who undoubtedly will be more cooperative if able to recognize your face.

2. Participate to the degree that your instructor suggests and your abilities can accommodate. By participating in class you remain alert and focused on the topic. Because knowledge is created and passed on through dialogue with others, your participation is practice in knowledge-making. For example, in this class you will try out various analyses of texts and discuss historical and cultural events relevant to the questions at hand. This practice will make you more adept at the skills needed to succeed in the class.

3. Take notes. Instructors do not speak just to fill the minutes of class. They relay knowledge that they believe is necessary to your success. Even if you don’t yet understand the point or the significance of the information, instructors’ explanations may come to make more sense later or provide a launching point for a question. If they repeat something or write it down, make sure it ends up in your notes. Research shows the very act of writing will improve your comprehension and retention. In this class, we'll practice hand-written notes, which I'll discuss more in depth later.

4. Fake it, if you must. Even if you have no interest in the topic at hand, at least maintain interest in your performance in the course and in being courteous. Instructors are people too, and they do not enjoy speaking to a group of blank, distracted, or antagonistic faces. Faking a better attitude may help you develop one too. Psychological studies in cognitive dissonance theory suggest that if you act in ways that conflict with your beliefs—for example, if you pay attention in class even though you don’t care about it—you will tend to change your beliefs to align with your actions. Doing things you don’t want to do, but know may help you, is a powerful way to make yourself into who you want to be.

5. Try to avoid distractions. To the best of your ability, don’t let outside things distract you from class like cell phones, games, Facebook, or college newspapers. Yours is the multi-tasking generation, but research suggests you aren't doing it as well as you think you are. Some instructors find it very offensive when student text in class. Moreover, your distractions may disrupt other students. Some students who text in class make a show of looking around for the teacher and voicing audible responses or noises to their texts. They often don't contribute to group work as effectively or complete in-class assignments. I will never "call you out" for texting in class, but if I see that it affects your work, you will naturally lose points for poorer quality assignments. If you have a pressing issue, such as awaiting an update on a sick relative or scheduling a doctor's appointment, please let me know, and you can take your call and then step out of the classroom.

How to complete assignments

6. Follow directions. Instructors create directions for a number of reasons: to facilitate learning, to increase the ease of grading, and to provide a common ground for understanding. Always read prompts and directions, and when you finish a major assignment, return to the prompt to make sure you've got everything covered. Moreover, use examples as a guide by discerning the formulas / patterns they reveal. For example, sample papers in our course will have correct MLA formatting, and as we will discuss, many will make successful writing moves. If the example is double-spaced in 12 point font, for instance, follow those guidelines. Look at the topic sentences, and use them as models. In our class, examples can often demonstrate more clearly how students might write than abstract guidelines.

7. Never, under any circumstances, cheat. In the ethics of academic work, plagiarism dishonors the university, disrespects instructors and peers, and discredits yourself. When students cheat they place themselves at great risk--they might fail the course, receive a mark on their transcript, or face expulsion from the university. I will do my part to create unique assignments, to space out the writing process, and to create flexible deadlines so that students don't have incentive to cheat. Please do your part in knowing that no assignment is worth plagiarizing. When I worked as an undergraduate advisor, I saw multiple cases of cheating, and let me honestly say, it is unpleasant. Students usually suffer from great regret, undergo uncomfortable court-like proceedings, and hear an earful from disappointed parents.

How to communicate with an instructor

8. Know the class policies. Many universities view the syllabus as a contract between student and instructor, and even in less strict views, it provides a guide for the course. As a result, students are responsible for all the information the syllabus contains, and many instructors feel that "ignorance of the law is no excuse." If you anticipate a problem with any policies, discuss your concerns with your instructor. If you need accommodations based on different abilities, you have a right to have these met. You'll usually need to register formally with a university office, often called the Office of Disability Studies. Try to let your instructor know of any situation or accommodations beforehand (unless impractical) so individual circumstances may be discussed.

9. Be courteous in e-mail. E-mailing your instructor is not the same as e-mailing your best friend, and some instructors feel offended by the tones that students use.  To be safe, you might follow more formal rules of polite communication. Begin the e-mail by addressing your instructor by his/her preferred name, follow with your message, and then close with your full name. Hostile or accusatory emails will often do more harm than good. You have a right to stick up for yourself and to solve problems with an instructor, but there are more rhetorically successful ways of doing that. If you find yourself in an highly emotional state, wait until you cool down to compose the e-mail, or write an angry one that you don’t send. This tip, in school and life, will save you many regrets.

10. Know "trigger phrases" for instructors. As instructors, we hear many of the same comments from students over and over, so they can become "triggers" that cause great frustration. For students, it's perhaps the first time that you've made such a comment, and it may feel like you are being punished for not knowing a secret language. Here's my advice: If you want someone to help you, try to put yourself in your their shoes and think rhetorically about your audience. Here's a short list of common triggers: "Did I miss anything important in class?" To instructors, each day is a chance to build knowledge, so yes, it is important. "How many pages is the paper supposed to be?" or any other question answered in the instructions/prompt. Instructors take a lot of time to create documents so students will have the information they need and answering these questions detracts time from class planning. "I didn't know we had anything due today." In my class, you are welcome to submit late work, but not knowing about course work (provided online, in syllabus, on in class) could tank your grade, so be careful. "What is my grade?/How many absences do I have?" In college, you will be responsible for keeping track of your performance in the class, and you will probably receive no progress reports as you did in high school. I suggest jotting down grades and absences on the syllabus, so you always have them on-hand.

11. Do not be afraid to visit an instructor’s office. If an instructor encourages you to visit during office hours, do so when necessary. Don’t let your fears or lack of initiative hold you back from learning. Asking for help is not a sign of weakness; rather, it demonstrates maturity and self-awareness. I ask students to schedule meetings beforehand when possible, that way I can be sure to be at my desk and students don't have to have to wait. Another tip: When you approach a cracked or closed door, give a hard knock, and wait to be invited in.

12. Tell the truth. I have created guidelines for absences and late work that make it unnecessary for you to explain your exact circumstances. In this way, I hope I have eliminated the need for students to lie to get me to "bend the rules." Instructors can often see through lies about missed classes or unfinished assignments and lose sympathy for students as well as incentive to help. Even with a “good excuse,” though, you must realize that in school, as in life, you must accept the consequences. If those consequences are not unfair, prejudiced, capricious, or malicious, your instructor will be applying the similar principles to your situation as she would to another student in the same circumstances. The best advice I can give you, then, is this: be aware of the consequences of your choices, make the best choices you can in a given situation, and graciously accept the consequences of your actions when fair.

Some parting words: Try to appreciate your college experience. There’s a reason for the saying “knowledge is power.” Be empowered through your learning. Find things that truly interest you, and begin the journey of becoming an expert. Share your knowledge with others. College is a privilege not afforded to vast groups of people.